The present work arises from the reflection on the failure of external educational models applied in emerging contexts without considering the reality of each people. In the opinion of Carnoy (1974) in underdeveloped countries there is a strong tradition in copying cultural forms and models of first world societies, without analyzing the objective and subjective conditions that will determine success or failure. The aim of this document is to analyse the ontological foundations present in the Finnish educational system in order to identify the main references that will serve as a basis for overcoming the problems of the educational reality in emerging societies. The document presents an exploratory, descriptive and comparative review which, due to the nature of the study, is of a bibliographic and qualitative nature, supported by the use of logical-scientific methods (deductive-inductive) with their respective procedures, and strengthened by the application of phenomenological-hermeneutic philosophical methods. The tendency to imitate and copy educational models alien to our reality has resulted in deficient educational systems that do not respond to the specific needs of the educational reality of emerging societies. It is necessary to determine the being, the meaning and the meaning of the Finnish educational system with a view to locating essential aspects that could become guidelines for rethinking other educational models.
|Translated title of the contribution||Ontological Fundamentals of the Finnish Educational System as a Reference for Overcoming Problems in Emerging Contexts|
|Original language||Spanish (Ecuador)|
|Number of pages||30|
|State||Published - 12 Jul 2019|